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Intermediate 2 Model Essay Exercise In the novel 'Heroes' by Robert Cormier it is tempting to see the part in the novel where Larry LaSalle assaults Nicole in.

By A2, students should have an understanding of a wide range of techniques that a writer might employ to achieve their intentions and to create effects. They should be fully familiar with the conventions of form and genre. The following list although by no means exhaustive exemplifies some of the elements of craft that may be considered:. Students will answer two questions. Each question is marked out of 30, giving an overall mark for the unit of The two questions are closely linked, and students are advised to approach the examination with this in mind.

The question paper will include five pieces of published creative work across the range of forms.

One piece will always be included from each of the four key forms:. Each text will be accompanied by a prompt for students' own writing. The prompt will identify a particular aspect of the stimulus text and provide an instruction for Question 1. Students will read the creative texts, and their accompanying prompts, and select one of these texts as a stimulus for the two questions. Students will produce an original piece of writing in response to the stimulus text, and accompanying prompt, that they have selected. In their original piece, students must respond to the instruction given in the writing prompt.

This question is designed to allow students to demonstrate the use of published texts as inspiration for their own writing. Students' original writing does not have to be in the same form or genre as the stimulus text. Assessment here is AO1 and AO2 only and creative pieces will be assessed on their own merit. However, in their responses to Question 2, students must be able to show how the stimulus text has inspired them, so there must be a clear link to evidence that the creative piece has been produced in the exam and not pre-prepared.

Expository

Students will produce a commentary exploring aspects of the author's craft in the stimulus text that they have selected, and the ways in which they have used the text to inspire their own creative work in Question 1. The commentary also allows students to acknowledge that their writing is not necessarily a finished piece and to show how it might be developed further. Question 1 assesses AO1 and AO2.

Question 2 assesses AO3 and AO4. Students are reminded that the two questions are equally weighted and should structure their examination time accordingly. The aims of this coursework unit are to: build on the broad exploratory work of Unit 2; deepen students' creative use of language and technical mastery of one chosen form; develop students' creative use of language and technical mastery of one chosen form; develop students' expertise in responding to critical feedback and redrafting creative work; extend students' ability to reflect critically on their own creative process and achievements; and to introduce students to systematic referencing of sources and influences.

This unit offers ample opportunity for independent study. Students should be encouraged to develop their own programme of reading and writing, alongside assignments set in class. Students will ultimately choose one form in which to specialise for their coursework from prose fiction, prose non-fiction, poetry and script. There is ample opportunity here for workshop sessions. Coursework in this specification differs from some other subjects, where independent work cannot be regularly reviewed. Although creative work must not be assessed by teachers until after final submission, responding to peer feedback and redrafting will form an essential part of the production process.

Assessment will be by production of a coursework portfolio. The portfolio will consist of two elements: original creative work and a reflective commentary with bibliography. The creative work will be marked out of 60; the commentary out of 30; giving an overall mark of 90 for this unit. The creative work submitted should demonstrate a developed understanding of the craft of writing within a chosen form.

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This developed understanding is evidenced through the skills identified in the assessment objectives. In AO1 this will be demonstrated through writing that shows the successful development and realisation of ideas, an imaginative approach to language and the sustained use of a single form, and is original rather than merely imitative. In AO2 it will be demonstrated by the technical control necessary for well-constructed writing.


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In AO3 it will be demonstrated through showing a critical awareness of personal writing processes. In AO4 it will be demonstrated by showing a sophisticated understanding of how existing published work has been a source of learning and inspiration for a student's original writing.


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The reflective commentary should build on the understanding of process gained in Unit 2 to show a sophisticated grasp of how a piece of writing is developed from inspiration to final draft. As with Unit 2, this should include: inspiration and aims; influences; choice of form; creative problem solving; responding to feedback and editing.

Additionally, it should include an evaluation of the success of the piece s in terms of the author's aims and intentions. The commentary has a word guidance of words, and must be accompanied by a bibliography. The aim of the bibliography is to evidence students' programme of reading and to develop academic referencing skills that may be used in further study.

The first draft and bibliography are not included in the word count. In this unit, students have the opportunity to deepen their understanding of the craft of writing through focused study and writing practice in one of the four forms. Students will choose to specialise in one form, to suit their own skills, in consultation with their teachers. When deciding on individual specialisms, students should consider their own interests, ideas and preferences.

The following list gives examples of the types of creative writing that students may choose to submit. Prose non-fiction: An extract from a travel book, a collection of articles, the opening pages of a biography or autobiography;. Script: the opening pages of a feature film script, the opening pages of a stage play, a dramatic monologue.

As part of their preparation for this unit, students will continue to look at examples of writing across the four different forms in the classroom, with particular focus on the methods that different writers have used and the conventions of different forms. At the same time they will work independently towards choosing the one form in which they will specialise.

The model outlined below shows one possible way of working that teachers and students can use to develop pieces for submission. This model can be applied across the four forms. At A2 students should be working independently on their creative pieces from early in the course. Portfolio submission of creative work in a chosen form. One mark out of 30 marks for A01; 30 marks for AO2.

AO1: Develop ideas through creative writing, using an imaginative approach to language and the effective use of chosen form. Reflective commentary with bibliography and evidence of redrafting. One mark out of 30; 15 marks for AO3, 15 marks for AO4. AQA is not responsible for the content of external sites. This website uses cookies to improve your experience.

Please either accept the cookies, or find out how to remove them Accept Accept cookies. More information Accept. Subjects Qualifications Professional development Exams administration. Subject content This is an extract of the full specification, which you can download from this page. Specification Specification for exams from Introduction This A-level makes Creative Writing available in the secondary curriculum in the same way that other creative art forms such as music, art and design, dance, and drama are available.

In this specification the following definitions apply: Form : a type of writing: prose fiction, prose non-fiction, poetry or script. Approaches to teaching Creative Writing is firmly established as a distinct discipline within higher education, with a discrete and unique pedagogical practice, the involvement of professional writers and links to the creative industries. The approaches taken to looking at texts will need to be different from those taken in other subjects, where responses to reading are the point of the exercise.

In this specification the aim of the reading programme is to produce writing; not writing about texts, but individual writing that emerges from engagement with the writing of others. So, texts need to be explored through thinking about the creative strategies employed and learning about the craft of writing: e. Regular writing in response to regular reading is strongly advised. Creative Writing students should keep a journal of responses to reading, ideas for writing and first drafts of new writing in the same way that Art students keep a sketch pad.

The assessment of this specification places a high importance on technical accuracy in writing, emphasising the point that successful writing has technical competence as well as originality. This means that students must see the need for technical accuracy and be prepared to work with their teachers to improve their technical skills. One key tool in teaching Creative Writing is the writing workshop. The collaboration that this requires is particularly suited to teaching classes, either in whole groups or small groups.

The workshop process is further enhanced if teachers of the course are writers themselves, taking part in many of the same processes as their students. This is common in other creative subjects.

How to achieve A+ in creative writing (Reading and Creating) | Lisa's Study Guides

If the teacher can be seen to be engaging in the same work that the students are doing, this can encourage students and also give the teacher insight into the issues facing relatively new writers. A further impetus to good writing practice can come from engaging with professional, published writers. These can be writers working in a range of forms and professions, such as journalists, novelists or poets. Throughout the course the need for students to write regularly, to deadlines, is key. It is important that this sense of delivering work is stressed from the outset, in preparation for examination in Units 1 and 3.

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Timed exercises should be part of the pedagogy. As collaborative methods evolve, students can be encouraged to find their own data and stimuli for timed writing tasks. There are some good practices in this subject which need to be encouraged. Alongside keeping a journal and working at technical skills, new writers should, from the outset, be trained to retain evidence of how their work has evolved.

Keeping first drafts of independent work will be one of the necessary safeguards to guarantee authenticity show how work has been developed, and they are required in Units 2 and 4. Compiling an ongoing bibliography will show what is being read, as well as developing a skill required in Unit 4. Keeping to deadlines will be vital. Students need to: practise writing skills across all forms and in many genres undertake wide and extensive personal reading write regularly and keep a journal improve technical accuracy work in a collaborative environment participate in workshops see their teachers as writers meet and learn from professional writers wherever possible write to deadlines keep an ongoing record of their work.

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